Department of Special Education and Clinical Sciences, University of Oregon.
Department of Counseling Psychology and Human Services, University of Oregon.
Emotion. 2020 Feb;20(1):48-53. doi: 10.1037/emo0000667.
In this article, we conduct a selective review of the literature on emotion regulation in early childhood (e.g., preschool, generally defined as ages 3-5) in regard to school readiness. Emotion regulation (ER), the process of modulating emotional arousal and expression, plays a key role in a child's ability to adapt to novel demands of school environments. This, in turn, has significant implications for both the socioemotional and academic components of a child's readiness to enter kindergarten. We begin our article with a brief review of the ER construct at this developmental stage, then review research on the impact of ER on both components of school readiness during the preschool and early elementary school years. We then discuss strategies for teachers and parents to promote ER strategy use in young children, and end with challenges regarding operationalization at this age and directions for future research. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
在本文中，我们对幼儿期（例如，学前教育，通常定义为 3-5 岁）情绪调节与入学准备的相关文献进行了选择性回顾。情绪调节（ER）是调节情绪唤醒和表达的过程，在儿童适应学校环境的新需求方面起着关键作用。这反过来又对儿童进入幼儿园的社会情绪和学业准备的两个组成部分都有着重要的影响。我们在文章的开头简要回顾了这个发展阶段的 ER 结构，然后回顾了在学前和小学早期阶段 ER 对入学准备的两个组成部分的影响的研究。接下来，我们讨论了教师和家长在促进幼儿使用 ER 策略方面的策略，最后讨论了这个年龄段在操作性方面的挑战以及未来研究的方向。（心理学文摘数据库记录（c）2020 APA，保留所有权利）。
